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The original problem addressed by this project was that music learning is difficult and often uncomfortable, and that we do not yet have a good way of helping students manage its difficulty. The reason this is such an important task is that music has great potential as a physically, cognitively, and socially enhancing activity. In her work on executive functions, Diamond (2014) emphasizes that the kinds of activities that strengthen executive functioning must be both physically and mentally challenging, as well as increasing in difficulty as learners progress. The motor movements required for making music are intricate and often not intuitive. Learning to read music and integrate pitch, harmony, and rhythm, among countless other musical elements, is a cognitive feat. In other words, practicing music checks off all of the boxes for strengthening executive functions. However, with activities that are extremely challenging comes great potential for frustration. This is why the narratives students form around challenges and setbacks are so crucial.
As discussed earlier, narrative guides the process of identity development. It is the guiding framework of self-perception–the inner dialogue around a skill, activity, or life-time period. The most critical years of identity development occur during adolescence, which is when many young students begin taking music lessons or enrolling in music classes such as band or orchestra. During these years, the mastery of an array of complex motor skills positively affects students’ self-efficacy, willingness to participate in group activities, and social engagement. In contrast, adolescents whose motor competency is not as developed tend to avoid many age-appropriate activities, and as a result may experience less social acceptance (Timler et. al., 2019). Self Determination Theory also highlights competence and social relatedness as core psychological needs (Evans, 2015). As Diamond, (2014) states: we function best when we are not stressed, when we are socially supported, and when we are physically active. When one of these is lacking, the others tend to diminish as well. Thus, the relationship between identity development and motor competence is important for music educators, particularly those who work with young students. In sum, when executed well, music education can address a wide array of developmental needs.
What does it mean for music education to be “well executed?” This project has explored some theoretical frameworks for best practices, beginning with motivation via Self Determination theory. The central tenets of SDT are that meeting basic needs nurtures quality motivation, and that high quality motivation (i.e., intrinsic or identified motivation) is what best energizes positive behavior. We explored how quality motivation requires some identification with the practice, and identification is best developed through achievement. Success in learning musical skills (i.e., developing some competence), when paired with autonomy and social support, is what can best motivate further practice. This cycle of achievement and identification is ideal for fostering continued growth, but it can be thwarted by self-defeating narratives.
The second framework this project addressed is the Self-Memory System, and how self-defeating narratives can be altered by influencing the SMS. Because the SMS focuses on coherence rather than accuracy, memories and narratives are flexible and controllable. If a student has become trapped in a self-defeating cycle, changes in how they interpret and give meaning to their experience can break the pattern, allowing them to turn in a positive direction.
Finally, language was presented as a means of actively influencing the Self-Memory System and intentionally building positive narratives. Choosing accurate metaphors for growth, for example, affects how students interpret the ups and downs of their learning journeys. As demonstrated by Dweck’s mindset approach with the muscle metaphor for intelligence, good word choice can not only paint more accurate pictures but can influence the way we think and subsequently change our behavior. Language as a narrative-building tool can be practically applied in teaching through guided expressive writing and reflections. As noted by Pennebaker et. al. (2001): when expressive writing focuses on narrative–for example, using cause and effect or insight words–it can positively impact well being. Again, healthy self-narratives are built by reflecting on past experiences and using those meanings to propel us into the future.
Building on these theoretical frameworks is the second portion of this project: a practical applications handbook. The different sections of the handbook accompany the two main leverage points that were examined in this work: motivation, and theories of developmental change. These were approached using both language-based activities, designed to launch the process of active narrative building, and activities that target our basic needs for competence, relatedness, and autonomy. The overarching logic model for the handbook has two branches: first an exploration for teachers, and then activities to help teachers implement these concepts in their practices (see figure 2 in appendix). The first branch is intended for teachers to inform their own understanding and challenge their implicit theories, in order to better inform and guide their students through the same process of constructing (or reconstructing) healthy narratives. The second branch focuses on activities that teachers can walk through with their students, either in private lessons or group settings. These activities take several forms: some guided reflections for students, some creative music making intended to foster autonomy, and some practice identifying with musicianship in adaptive ways.
A final note: as we integrate new practices in education, it is important to remember that in any given classroom or private studio, teachers will be faced with a wide array of backgrounds, experiences, cultural influences, and personalities. To return to the challenges posed in the introduction to this work: even activities based in empirical research can be used in ways that render them ineffective. As Walton (2018) emphasises in his Wise Interventions framework, best practices involve being aware of, or “wise to” the nuances of each situation and context. Understanding principles of motivation and learning is an excellent starting point, but must be supported by wise implementation. For music educators, considering individual differences on a case-by-case basis will be the most fruitful approach to creating positive narratives. A next step for this project, for example, might be to create activities that are more carefully catered to different age ranges. At this point, consider each activity a template that can be adapted as needed to fit the individual abilities and needs of your students. As you make adjustments, return to the basic frameworks of motivation, developmental change, and basic human needs to inform your practice.
